Catholic School Learning Plan for St. Francis of Assisi Catholic School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1.0 By the end of June 2016, there will be an increase in the proportion of students
indicating that they feel accepted by students in the school, as demonstrated by the CCCC
School Climate Survey.
Outcome Progress Comments
5/22/2015: We continue to have monthly Virtues assemblies, incorporate the virtues into daily interactions with
students and provide positive incentives and visual reminders of the virtues. Youth Education Officers delivered
anti-bullying presentations to all students. CCCC Survey was administered and results are pending.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 By the end of June 2016, there will be an increase in the proportion of educators who
confidently apply knowledge gained through professional learning opportunities, as
demonstrated by the CBLP professional learning feedback.
Outcome Progress Comments
5/22/2015: Continue collaborative planning, design of common assessments, use of resources and culminating
activities within and across grade levels and courses of study. Effective teaching practices continue to be used in
all classrooms and the School Improvement Team identified areas requiring instructional emphasis based on
achievement data. Professional learning was inquiry-based and responsive to student assessment data. School
leaders engaged in professional learning with staff, which contributed to professional learning being embedded
school-wide.
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
3.0 By the end of June 2016, there will be an increase in the proportion of students who
have demonstrated improvement on the learning skill and work habit of self-regulation, as
demonstrated by the self-regulation learning skill on the provincial report card.
Outcome Progress Comments
5/22/2015: Continue Integration meetings to allow classroom teachers and resource staff to plan together.
Ongoing communication with parents continues regarding programming and IEP planning, as well as Special
Education programs to support students with diverse learning needs. We continued "Welcome to Kindergarten
Night" and meetings with JK/SK parents to ensure learning needs and interests of students were understood. We
also continued to liaison with Secondary school to meet the learning needs and interests of all students.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for St. Francis of Assisi Catholic School
Annual Progress Report
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4.0 By the end of June 2016, there will be an increase in learners' feelings of engagement,
sense of hope, and academic success, as demonstrated by Growth Mindset Surveys.
Outcome Progress Comments
5/22/2015: Descriptive feedback continues to be used to provide information about student learning and to
identify next steps. A variety of assessment strategies continue to be used to meet the needs of all students to
improve learning and inform instructional decisions. There continues to be collaboratively designed assessment
and instruction, consistency of practice between grades and divisions, and an increase in professional knowledge
of assessment strategies.
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5.0 By the end of June 2016, there will be an increase in the proportion of students
achieving a Level 3 or 4 on the Grade 3 and Grade 6 EQAO assessments, as demonstrated by
EQAO results.
Outcome Progress Comments
5/22/2015: Continue Guided Reading/Guided Practice and the 3-Part Math Lesson as expected practice. Effective
strategies and differentiated instruction continue to be implemented based on the strengths and needs of the
students. Special Education Resource Teachers continue to support literacy and numeracy achievement for
students with diverse needs. Learning environments continue to be designed to ensure space for collaborative
work with access to a variety of tools, learning resources, technology and manipulatives. Inquiry-based learning is
becoming more embedded in all classrooms.
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SkoVision™ Report
6/29/2015